Brother, Will You Lend a Hand? Perceptions of Undergraduate African American Male Proteges' Formal Mentoring Journey

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Autor/in	Mason, John Leonard, Jr.
Titel	Brother, Will You Lend a Hand? Perceptions of Undergraduate African American Male Proteges' Formal Mentoring Journey
Quelle	(2012), (198 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Mercer University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2676-0601-3
Schlagwörter	Hochschulschrift; Dissertation; Undergraduate Students; African American Students; Males; Mentors; Intervention; Resilience (Psychology); Social Integration; Family Structure; Economic Factors; Graduation Rate; Phenomenology; Coping; Role; Maturity (Individuals); Higher Education; Self Efficacy; Anxiety; Academic Persistence; Community Development; Correlation; Outcomes of Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Soziale Integration; Familienkonstellation; Familiensystem; Ökonomischer Faktor; Phenomenological psychology; Phänomenologie; Psychologie; Bewältigung; Rollen; Reifung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Self-efficacy; Selbstwirksamkeit; Angst; Community; Development; Entwicklung; Korrelation; Lernleistung; Schulerfolg
Abstract	African American males fail to graduate from colleges and universities as compared to any other demographic. The impact of this non-completion failure continues to touch the African American family structure, community stability, economic reduction at all levels, and an increasing situational hopelessness. The literature surrounding the struggles of African American males in the collegiate setting addresses the affect of campus climate, personal preparation, institutional responsibility, societal inequalities, developmental inadequacies, educational interventions, and faculty engagement. The relationship between academic resiliency theory and relational mentoring theory connects the plight of African American males not graduating from college to the educational intervention of formal mentoring, an approach that examines the developing academically resilient traits within students, while encouraging the creation of growth-fostering relationships, theoretically catalyzes the "Tintonian" triggers (Academic adaptation, social integration, and faculty engagement) necessary for the African American males' fulfillment of graduation efficacy. A phenomenological lens was used to extract the lived experiences of seven African American proteges within the Mentor College Mentoring program (MCM). The rich composite narrative led to the assignment of five themes: Environment/Sense of Community, Coping Strategies, The Complexity of Formal Mentoring, It Takes a Community to Raise a Graduate, and Synergy. The findings of the study held that the MCM program formed a relational sense of community, utilizing fictive kinship bonds, in which proteges perceived as a "safe space" where role definition, maturation process exploration, and training to compensate for the inherently unequal terrain of the higher education landscape took place. The study also held that the mentor-protege relationship served as a catalyst in the formation of coping strategies that reinforced traits of academic resiliency, namely: self-efficacy, planning, control, decreased anxiety, and persistence. The study demonstrated that the mentoring function in the higher education context was highly complex and pronounced by components outside of the psychosocial or vocational arenas. The study also underscored the necessity of Mentor College collectively producing graduates, which completed their program of study on time. Future research may focus on: community development and persistence, correlations between learning outcomes and academic resilient traits, and safe spaces for African American males. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10